Educational Technologies, Student Engagement and Challenges in Blended Learning During the Recovery Phase of the COVID-19 Pandemic: A Scoping Review

Abstract

Purpose: This scoping review explores the relationship between educational technologies and student engagement in blended learning environments during the post-acute phase of the COVID-19 pandemic.  It seeks to identify the most effective technologies, their impact on engagement, and the challenges institutions face when implementing these tools.

Study design/methodology/approach: The review adheres to the PRISMA-ScR guidelines and follows the Arksey and O'Malley (2005) framework, which has been enhanced by Levac et al. (2010). A systematic search was conducted across the prescribed journals using keywords such as "blended learning," "student engagement," and "Covid-19." The inclusion criteria focused on peer-reviewed articles published between 2019 and 2024, yielding 17 selected studies.

Findings: The review emphasises key technologies such as Learning Management Systems (LMS), video-conferencing tools, and interactive multimedia resources that promote flexibility, active learning, and collaboration. Challenges included the digital divide, technical skill gaps, and alignment issues in pedagogy. Social and emotional support emerged as essential for maintaining engagement.

Originality/value: The study provides universities with insights to optimise blended learning by addressing technological and pedagogical challenges. It underscores the need for inclusive strategies to support diverse student needs, fostering equitable and engaging learning experiences in the post-pandemic era.